"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen
Who is Krashen?
"Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada" (Stephen Krashen's Theory of Second Language Aquisition
Krashen's Five Main Hypotheses:
The Acquisition-Learning Hypothesis
Acquisition is a natural language development process that occurs when the target language is used in meaningful interactions with native speakers, in a manner similar to first language acquisition-with no particular attention to form.
Language learning, in contrast, refers to the formal and conscious study of language forms and functions as explicitly taught in foreign language classrooms.
Made 2 claims about the acquisition-learning distinction
That learning cannot turn into acquisition
That it is only acquired language that is available for natural, fluent communication
Emphasis on second language acquisition by using the new language for relevant communicative purposes has had substantial, positive influence on classroom practice, especially in regard to the move away from the drill-and-practice pattern aimed at language learning.
The Monitor Hypothesis
The formal study of language leads to the development of an internal grammar editor or monitor
For a student to use the monitor three conditions are necessary: sufficient time, focus on grammatical form, and explicit knowledge of the rules
Easier to use the monitor for writing than for speaking
Focus on language teaching should be communication not rote rule learning
The Natural Order Hypothesis
Language learners acquire (rather than learn) the rules of a language in a predictable sequence
The Input Hypothesis
The acquisition of a second language is the direct result of learners' understanding the target language in natural communication situations
A key element is that the input language must not only be understandable, thus the term comprehensible input, but should contain grammatical structures that are just a bit beyond the acquirer's current level of second language development
The Affective Filter Hypothesis
Addresses affective or social-emotional variables related to second language acquisition
The most important variables favoring second language acquisition are a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem
Teachers should not force production but allow students a silent period during which they can acquire some language knowledge by listening and understanding, as opposed to learning it through meaningless rote drills
Theories have been influential in promoting language teaching practices that (1) focus on communication, not grammatical form; (2) allow students a silent period, rather than forcing immediate speech production; and (3) create a low-anxiety environment.
Comprehensible Input:
Model
Krashen Model
Evidence for the Input Hypothesis (chiefly Krashen 1985a)
i)
people speak to children acquiring their first language in special ways
ii)
people speak to L2 learners in special ways
iii)
L2 learners often go through an initial Silent Period
iv)
the comparative success of younger and older learners reflects provision of comprehensible input
v)
the more comprehensible input the greater the L2 proficiency
vi)
lack of comprehensible input delays language acquisition
vii)
teaching methods work according to the extent that they use comprehensible input
viii)
immersion teaching is successful because it provides comprehensible input
ix)
bilingual programs succeed to the extent they provide comprehensible input
Krashen's Theory of Second Language Acquisition
"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen
Who is Krashen?
"Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada" (Stephen Krashen's Theory of Second Language Aquisition
Krashen's Five Main Hypotheses:
Theories have been influential in promoting language teaching practices that (1) focus on communication, not grammatical form; (2) allow students a silent period, rather than forcing immediate speech production; and (3) create a low-anxiety environment.
Comprehensible Input:
Model
Evidence for the Input Hypothesis (chiefly Krashen 1985a)
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